Project Leadership, Stakeholder Participation & Percieved Success of the Education Project Under the Lutheran World Federation in Iganga District.
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Date
2023
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Abstract
Projects are continuously being viewed as vehicles for the efficient and effective delivery of goods and services to their intended beneficiaries. This is probably why; project managers are expected to deeply understand their business operations today than in the past. It is of no wonder that some companies are even developing internal training programs for their project managers and staff (Kernzer, 2014). To this end, Project success could be defined as the process of reaching the objectives and the planned results in compliance with predetermined conditions of time, cost, and performance (Beleiu et al, 2015). Ideally, in the context of education, project success, is recognized to be a complex, multi-dimensional concept encompassing many attributes (Mir & Pinnington, 2014). Indeed, a list of dimensions of learning in which education project success could be measured include; academic achievement, physical and mental health, social-emotional development, creativity and innovation, citizenship and democracy and school climate.
This implies that; when measuring the level of success of an education project, one has to put into consideration at least these dimensions. However, with respect to the Lutheran education project, there are significant flaws that do not indicate that the education project under this world religious federation is so far successful within the confines of Iganga district. For instance, according to the Iganga district inspectorate report (2019), there are four schools that belong to the Lutheran Church foundation. Two of these are primary and two are secondary.
The primary schools on average have a pupil population which is estimated to be at least 1000 and the secondary schools, 1250 students. In terms of staff, the primary schools have an average of 100 academic and administrative staff while the secondary schools, have at least 250 staff. In terms of performance success, the schools are not any significantly performing better than the rest. For instance, regarding academic achievement, both the primary and secondary schools are not among the top 10 schools in the district. The infrastructure is generally poor, the rate of absenteeism of both learners and staff is high, the staff are not working cooperatively, the commitment levels have gone down, and there are no regular assessment exercises for the learners. There is low morale of the learners and the timely delivery of what must be taught to learners, has significantly reduced. In terms of the physical and mental health of the learners and staff, while there is no report particularly about the same, there are no striking indicators of better physical and mental developments amongst the leaners and staff. The social-emotional development of the leaners and staff is still low, just as their creativity and innovation, let alone the school climate that would enhance the teaching and learning. Indeed, while these schools have relatively better physical structures for teaching and learning, it is not true that teaching and learning ideally blossom.
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A Dissertation Submitted to Makerere University Business School (Faculty of Graduate Studies and Research) in Partial Fulfilment of the Requirements for the Award of Degree of Masters of Business Administration of Makerere University. (PLAN A).
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Stellah, E . W (2023) Project Leadership, Stakeholder Participation & Percieved Success of the Education Project Under the Lutheran World Federation in Iganga District.Unpublished Masters Dissertation Makerere University Business School. Kampala, Uganda.